Social Science & Policy Studies

This course makes the student aware of the social, moral, ethical, and philosophical impact of computers and computer-based systems on society, both now and in the future. Topics include major computer-based applications and their impact, human machine relationships, and the major problems of controlling the use of computers. This course is recommended for juniors and seniors. The Social Science Requirement cannot be satisfied by this course. Undergraduate credit may not be earned both for this course and for CS 505.

What is development? How has international development been understood and what has been done about it? How do development scholars explain why some countries are rich while others are poor? How can students understand and incorporate development studies in the contexts of their own global engagements? This course addresses these questions by looking at theories, ideologies, and processes that have influenced and embodied development thinking and practice over the past five decades. We will examine the role of colonization, modernization, dependency, globalization, democratization, industrialization, and urbanization in processes of development in countries across the globe. The course encourages students to think critically about what development is, about how it is carried out and, most importantly of all, about what it can achieve. DEV 1200 provides excellent preparation for international projects and careers.

The engineers and scientists of tomorrow have a crucial role to play in discovering and implementing solutions to daunting international challenges related to food, water, energy, sanitation and infrastructure. The urgency of such challenges grows alongside and increasingly globalized workplace, where a growing number of graduates find themselves working outside the US, and invited to engage cultures, worldviews, value systems and physical environments that are very unlike their own. This course prepares students with global competency, to enable them to more effectively and ethically tackle problems in the context of starkly different socioeconomic, political, social and physical realities. Students will develop the knowledge, skills and understanding required to consider, accommodate and effectively integrate contextual difference into engineering practice by exploring the complexity of project design, the potential for unintended consequences, and how technologies are transformed in different contexts. This course will prepare students for a broad range of international IQP and MQPs. 

This course will be offered in academic years ending in odd numbers.

The course focuses upon the implications of reliance upon markets for the allocation of resources in a society, at the household, firm, and community level. Outcomes of current market systems are examined in terms of the efficient use of natural and other economic resources, as well as their impact upon the environment, fairness, and social welfare, of special interest in these analyses is the role of prices in the determination of what commodities are produced, their means of production, and distribution among households. In cases where current market outcomes have features subject to widespread criticism, such as the presence of excessive pollution, risk, discrimination, and poverty, the analysis is extended to suggest economic solutions. There are no prerequisites for the course.

This course is designed to acquaint students with the ways in which macroeconomic variables such as national income, employment and the general level of prices are determined in an economic system. It also includes a study of how the techniques of monetary policy and fiscal policy attempt to achieve stability in the general price level and growth in national income and employment. The problems of achieving these national goals (simultaneously) are also analyzed. The course stresses economic issues in public policy and international trade.

This course provides an opportunity for students with little to no background in economics to learn about a special topic in Economics. Recommended background: none. This course may be repeated for different topics. 

Note: A specific course description will be added to the online course listing once the topic is decided and the course is offered.

The topics addressed in this course are similar to those covered in ECON 1110 (Introductory Microeconomics) but the treatment proceeds in a more rigorous and theoretical fashion to provide a firm platform for students majoring in Economics or Business, or those having a strong interest in economics. Mathematics at a level comparable to that taught in MA 1021-MA 1024 is frequently applied to lend precision to the analysis. The course rigorously develops the microeconomic foundations of the theory of the firm, the theory of the consumer, the theory of markets, and the conditions required for efficiency in economic systems. 

This course will be offered in academic years ending in even numbers.

This course is an advanced treatment of macroeconomic theory well suited for students majoring in Economics or Business, or others with a strong interest in economics. The topics addressed in ECON 2120 are similar to those covered in ECON 1120, however the presentation of the material will proceed in a more rigorous and theoretical fashion. 

This course will be offered in academic years ending in odd numbers.

This course examines the economics of government expenditure and taxation. On the expenditure side, the course will review why governments often choose to be involved in the provision of healthcare, education, national defense, a clean environment, and infrastructure such as roads and bridges. It will also delve into the rationale behind programs such as social security. Regarding taxation, the course will cover income, consumption, and corporate taxes, including the use of corrective taxes to address market failures due to externalities. Within each topic, the relevant economic theories will be presented, and then students will practice applying the theories to real-world examples. As such, there will be plenty of opportunity to discuss policy implications and debate proposed policy changes. Students who completed ECON 212X: Public Economics cannot receive credit for ECON 2126: Public Economics.

Econometrics helps governments and businesses make more informed economic decisions. This course introduces the application of statistics and economic theory to formulating, estimating, and testing models about relationships among key variables. Topics include basic data analysis, regression analysis (including estimation, inference, assumptions, violations of assumptions, corrections for violations, dummy variables), and forecasting. Students will have the opportunity to use real-world socioeconomic data to test and interpret economic theories using econometric software. Successful students should also be able to formulate, estimate, and interpret their own testable relationships in other projects or fields of study.

This course provides an introduction to the economics, business strategies, and regulatory and legal aspects of telecommunication markets. The analysis of complex interactions between technology, Federal and state government policies, copyright legislation, and forces driving supply and demand is performed using Economic and Industrial Organization theories combined with computer simulation techniques. Topics include, among others: the economics of telephony services, cable TV, satellite communication, spectrum auctions, WLAN, and peer-to-peer file sharing. Special attention will be paid to the analysis of the latest regulatory and legal developments in the telecommunications industry. 

This course will be offered in academic years ending in odd numbers.

Behavioral economics incorporates insights from psychology and sociology into economic models of decision-making. While traditional economic theory typically assumes individuals are self-interested and have an infinite ability to analyze and understand their decision-making environment, behavioral economics relaxes these assumptions in light of evidence from the field of experimental economics. Topics in the course include social preferences, mental accounting, decision-making under uncertainty and intertemporal choice. Additional topics may include the economics of social identity, preference formation and learning. Decision-making processes will be examined using simple economic experiments conducted in class.

Experimental economics is a set of methods for testing hypotheses about behavior. Traditional economic analysis using naturally occurring data is often confounded by the complexities of the real world. Economic experiments, on the other hand, give researchers the control required for isolating behaviors of interest. As such, economic experiments can be useful tools for testing existing theories and establishing empirical regularities assisting in the development of new theories. In this course, we cover the basic principles of experimental design. We also study a number of classic experiments, on topics ranging from the efficiency of markets to decision-making under uncertainty and behavioral game theory. Students will participate in mock experiments and will begin putting their new skills into practice by designing their own experiments, which may serve as the basis for IQPs/MQPs. If time permits, we will discuss some of the basic methods for analyzing experimental data, which presents challenges somewhat different from naturally occurring data due to small sample sizes. 

This course will be offered in academic years ending in even numbers.

This course provides an opportunity for students with some background in economics to learn about a special topic in Economics.

Note: A specific course description will be added to the online course listing once the topic is decided, and the course is offered.

The accumulation of carbon dioxide and other greenhouse gases such as methane are projected to increase global warming by 2 to 5 °C by the end of this century with impact on the environment, economy, and society. This course explores the economic causes and consequences of climate change and potential solutions to reduce its impacts. We will assess climate change policies in the U.S and globally and use economics tools to evaluate their costs and benefits and distributional effects between poor and rich countries.

This course investigates the effect of human activity upon the environment as well as the effect of the environment on human well-being. It pays special attention to the impact of production and consumption of material goods upon the quantity and quality of environmental goods. The analysis focuses on the challenges presented in mixed economics where markets are combined with government intervention to manage pollution and scarcity. The course reviews efforts to measure the costs and benefits of improving environmental conditions and evaluates current and potential policies in terms of the costs of the environmental improvements they may yield. Attention is also paid to the special difficulties which arise when the impacts of pollution spill across traditional political boundaries. 

This course will be offered in academic years ending in odd numbers.

This course is a general introduction to the field of development economics. The focus is on ways in which a developing country can increase its productive capacity, both agricultural and industrial, in order to achieve sustained economic growth. The course proceeds by first examining how economic growth and economic development are measured and how the various nations of the world compare according to well-known social and economic indicators. Theories of economic growth and theories of economic development are then examined, as are the various social and cultural structures that are thought to influence economic progress. The inputs to economic growth and development (land, labor, capital, entrepreneurial ability, education, technical change), and the possible distributions of income and levels of employment that result from their use, is considered next. Domestic economic problems and policies such as development planning, the choice of sectorial policies, the choice of monetary and fiscal policies, rapid population growth, and urbanization and urban economic development are then examined. The course concludes with a consideration of international problems and policies such as import substitution and export promotion, foreign debt, foreign investment, and the role of international firms. In conjunction with a traditional presentation of the above topics, the course curriculum will include the use of computer simulation models and games. These materials have been formulated with a simulation technique, system dynamics, that has its origins in control engineering and the theory of servomechanisms. As a result, students will find them complementary to their work in engineering and science. In addition, the various development theories and simulation and gaming results will be related, where possible, to specific developing nations where WPI has on-going project activities (e.g., Costa Rica and Thailand). This course is recommended for those students wishing to do an IQP or MQP in a developing nation. 

This course will be offered in academic years ending in even numbers.

This course provides an opportunity for students with a solid background in economics to learn about a special topic in Economics.

Note: A specific course description will be added to the online course listing once the topic is decided, and the course is offered.

This course provides an opportunity for students with a strong background in economics to learn about a special topic in Economics.

Note: A specific course description will be added to the online course listing once the topic is decided, and the course is offered.

This interdisciplinary course integrates educational psychology and cognitive science to equip pre-service STEM educators with strategies that support diverse learners in K-12 settings. Students will explore cognitive load theory, differentiated instruction and Universal Design for Learning (UDL), applying these concepts to enhance student engagement and outcomes for students with disabilities.

The course emphasizes the role of social learning theory and cognitive developmental theory in shaping student behavior and motivation. Culturally responsive teaching practices, traumainformed approaches and collaboration with families and communities are also key components that will be explored through case studies, classroom observations, and scenario-based role plays. Students will develop practical skills in instructional lesson design and implementation and demonstrate their knowledge and understanding of course learning objectives through a final project that aligns coursework to real-world teaching scenarios.

The study of environmental problems and their solutions requires an interdisciplinary approach. This course will examine current environmental issues from the intersection of several key disciplines including: environmental philosophy and history, environmental policy, and science. The course will develop these different approaches for analyzing environmental problems, explore the tensions between them, and present a framework for integrating them. Topics such as environmental justice, developing nations, globalization, and climate change policy will be explored.

This course introduces Geographic Information Systems (GIS) as a powerful mapping and analytical tool. Topics include GIS data structure, map projections, and fundamental GIS techniques for spatial analysis. Laboratory exercises concentrate on applying concepts presented in lectures and will focus on developing skills using ArcGIS. These exercises include examples of GIS applications in environmental modeling, socio-demographic change and site suitability analyses. Although the course is computer-intensive, no programming background is required. Note: Students may not receive credit for both ENV 150X and ENV 1500. 

This course will be offered in academic years ending in even numbers.

Sustainability traditionally focuses on reducing harm to the environment and maintaining balance by using resources responsibly. Regenerative sustainability goes further. Inspired by nature’s ability to heal and renew itself, it promotes systems that restore and regenerate – helping landscapes and communities co-adapt, grow, and thrive over time. This approach is systemsoriented, action-driven, and self-sustaining. It allows natural and human systems to continuously evolve and renew themselves. 

In this course, students will explore practical strategies for restoring ecosystems, strengthening resilience, and creating self-sustaining systems. Key topics include conservation, reforestation, combating desertification, restoring watersheds, mines, and fostering ethical resource management. Students will compare large-scale sustainability initiatives—such as Africa’s Great Green Wall and China’s Three-North Shelterbelt Program—to community-led efforts like agroforestry and agroecology in the Sahel and Sahara, which leverage local knowledge, participatory governance, and adaptive technologies. This comparison will highlight why topdown policies often fall short, while decentralized, community-driven solutions tend to succeed. 

Through case studies, workshops, and hands-on projects, students will examine governance models and restoration strategies, exploring both government-led approaches and grassroots solutions. By the end of the course, students will be equipped to apply regenerative sustainability principles across policy, governance, agriculture, hydrology, energy, business, and technology to tackle global challenges. This course equips students with the skills needed for IQP projects and future graduate studies.

This course leverages documentary filmmaking as a powerful medium for communicating change processes, disseminating information, advocating for action, and influencing policy at the local, state, and national levels. Students will develop the skills to craft compelling narratives that simplify complex issues for diverse audiences while driving social and political change. They will learn the art of designing and creating films strategically tailored to shape policy discussions and policymaking. Students will base their films on archival work, fieldwork in Worcester, IQP projects, or graduate research in the US and abroad. They will engage in collaborative research and filmmaking processes, gaining hands-on experience at every stage of production, from concept development to final editing. They will work in teams to explore environmental documentary genres, analyze case studies of impactful films, and create their own short documentaries aimed at influencing public opinion and policy decisions. The course covers storytelling techniques, advocacy strategies, ethical considerations, and the integration of audiovisual media into policy advocacy campaigns. By exploring how documentaries can inform and inspire actionable policy responses, students will develop a deeper understanding of the intersection between communication, activism, and governance. This course will be useful for students who wish to engage with digital communication and those who wish to make a documentary of their projects, such as MQP and IQP, for sharing with the broader community.

Sustainability planning seeks to anticipate and balance environmental, social, and economic impacts of human actions. This course presents an overview of how various perspectives can contribute to frameworks for environmental land use planning and management. Students are encouraged to think critically about problems land and natural resource use pose to society. Technical principles and analysis of sustainability planning are introduced and applied to challenges that communities currently face such as food, fiber and energy production, environmental conservation, hazard mitigation and resilience, water security, economic development, and waste management. Techniques to engage a diverse set of stakeholders in a collaborative planning process are examined along with the role of technology. 

This course will be offered in academic years ending in even numbers.

With global attention dominated by environmental catastrophe and despair, we will spotlight new work that has brought together scientists, environmentalists, engineers, and artists to tackle the most serious problems facing communities. We will explore the political ecology implications of control over essential resources and the positive consequences of rethinking and democratizing basic social needs for a more sustainable future. Recent exciting case studies will feature examples of simple solutions that inspire elegant, transferrable, and inexpensive applications of technological design. We will examine the role and obligation that scientists have to collaborate with interdisciplinary and public policy efforts that benefit people with sustainable approaches to architecture, food, energy, transportation, and infrastructure. Students may not receive credit for both ENV 230X and ENV 2310. 

This course will be offered in academic years ending in even numbers.

This course is intended for anyone interested in human behavior and sustainability. This course applies psychological theory and research to understand the causes of human behavior that degrades natural systems and to identify and promote more sustainable actions and policies. Topics will include: social dilemmas and cognitive limitations as root causes of environmental problems; psychological methods for studying sustainability; the potential for and limitations of changing individual environmental cognition and behavior; environmental knowledge, attitudes, and values; motivations for sustainable behavior; and the relationship between environmental quality and human health and mental health. Students will gain experience applying social and cognitive behavior change strategies to reduce their own environmental impact.

Students may not receive credit for both ENV 2400 and ENV 2500/PSY 2500.

This course will be offered in academic years ending in even numbers. 

This course is intended for anyone interested in human behavior and sustainability. This course applies psychological theory and research to understand the causes of human behavior that degrades natural systems and to identify and promote more sustainable actions and policies. Topics will include: social dilemmas and cognitive limitations as root causes of environmental problems; psychological methods for studying sustainability; the potential for and limitations of changing individual environmental cognition and behavior; environmental knowledge, attitudes, and values; motivations for sustainable behavior; and the relationship between environmental quality and human health and mental health. Students will gain experience applying social and cognitive behavior change strategies to reduce their own environmental impact.

Students may not receive credit for both ENV 2400 and ENV 2500/PSY 2500.

This course will be offered in academic years ending in even numbers. 

Environment and development are often seen as incompatible, in part because many poor people in the developing world depend directly on natural resources for their livelihoods. At the same time, poor people are often seen as responsible for causing environmental degradation because they lack the knowledge, skills and resources to manage the environment effectively. The vicious circle is completed as environmental degradation exacerbates poverty. However, optimists argue that poor people can and do contribute positively to environmental outcomes, that states and organizations can facilitate their efforts and that environmental interventions can coincide with development. This course will examine these different perspectives on environmental problems in the developing world through the insights and critiques of social science. Subjects covered include sustainable development, population, environmental risks, gender, urbanization, environmental decision making, and non-governmental organizations (NGOs). The goals of this course are to think critically about the various links between environment and development and the role of governmental and non-governmental organizations in promoting sustainable development in the developing world. 

This course will be offered in academic years ending in even numbers.

Social media platforms are changing the world of social movements, giving rise to a new generation of social activism. Social media can enable local actors to link with others from across the globe to incite social and environmental change. Social media has enabled people to document and share injustices (e.g., violence; dumping of toxic waste) in places where freedom of the press is limited or non-existent, and it has enabled people across different social groups (race, class, etc.) to engage with one another on issues of shared concern. Social media has also allowed people to share resources (financial, expertise, and organizational) with other social actors across the globe, empowering communities in novel ways. This course introduces students to the phenomena of social and environmental movements, theories on why they succeed and fail, and how social media has changed the landscape of social mobilization. This course will draw on interdisciplinary readings, concepts, and case studies from the social sciences, with emphasis on geography, public policy, sociology, and media studies. Course work will include small group projects, analyses of current social movement cases, and a final project. The final project will consist of interviewing members of a current social movement (potentially using social media), evaluating whether particular social media applications have helped to enable social mobilization, and designing new or revised social media tools to further enhance social mobilization.

Resilience is the capacity to adapt to changing conditions and to bounce back after a disaster. Through resilience we can live, and even thrive, in the face of natural disasters. Resilience involves adaptation to the wide range of regional and localized impacts that are expected with a warming planet: more intense storms, greater precipitation, coastal and valley flooding, longer and more severe droughts in some areas, wildfires, melting permafrost, warmer temperatures, and power outages. Resilient design is the intentional design of buildings, landscapes, communities, and regions in response to these vulnerabilities. In this course, we will work to better understand what is at risk in a changing climate with more extreme and frequent disasters, the role people/companies and policies play in these disasters, who is most at risk and why, and develop resilient designs focused on practical, innovative, on-the-ground, and just solutions. 
Students may not receive credit for both ENV 271X and ENV 2710  

This course will be offered in academic years ending in even numbers.

This course examines current and potential uses for artificial intelligence (AI) in conservation, climate action, and to accelerate and scale sustainability efforts. It also examines current and potential negative environmental impacts, from energy and water consumption to electronic waste and environmental injustice. This course uses a case study approach and diverse theoretical perspectives to examine and analyze current and emerging uses of AI in forestry sustainability, firefighting, flood and pollution prediction, climate modeling, biodiversity cataloguing, and more. Cases will also be used to understand current community and environmental impacts associated with mineral extraction, water and energy use, and greenhouse gas emissions. Students will consider debates and relationships surrounding data capitalism, AI, climate change, and social justice. In a rapidly changing and developing AI landscape, students will choose a topic on AI and the environment to explore the current benefits and harms of the use of AI in their context of focus for humans, ecosystems, and the planet, They will also research and analyze ways to reduce harm and enhance the social and environmental benefits of AI in their context of focus. 

(Credits will be assigned by the instructor ranging from 1/6-1/3 unit)
This course provides an opportunity for students with little to no background in Environmental and Sustainability Studies to learn about a special topic in the area. This course may be repeated for different topics.

This course examines the limitations of traditional economic models and charts a new course for current policies and practices. To chart this path we draw upon and synthesize examples from existing alternative economies (e.g., different forms of dematerialization, hybrid organizations, solidary economy, sharing economy) .The course critically examines current paradigms of greening and seeks to expand thinking that will encompass new, alternative, and socially just conceptions of economy and economic development. A particular emphasis is laid on the spatial implications of de-growth oriented activities which partly challenge existing models and research methods in economic geography. 

This course will be offered in academic years ending in even numbers.

This course will take students on an adventure, both in the class and in the field. Students will examine the history of sustainable development, its antecedents, the factors that have influenced its evolution, and how the sustainable city came into existence. Students will be invited on a number of virtual field trips to sustainable cities from around the world. The goal will be to explore the underlying factors of sustainable urbanism, why it looks the way it does in different places, and how students can exercise their own agency in developing alternatives. Students will also develop their own field trips for publication on the course website. 

This course will be offered in academic years ending in even numbers.

This course examines the perceived, existing, and potential links between women and the environment with an emphasis on the roles of women in environmental movements, climate change, climate justice, forest conservation, water management, disaster recovery, womenperceptions of environmental risk, and other environmental issues. Through reading, discussion, documentary films and research project, we will explore how social, economic, political and cultural systems that shape women’s environmental experiences and their resistance and strategies for social change. 

(Credits will be assigned by the instructor ranging from 1/6-1/3 unit)
This course provides an opportunity for students with a solid background and interest in Environmental and Sustainability Studies to learn about a special topic in the area. Recommended background: one 2000-level Environmental and Sustainability Studies courses (or equivalent). This course may be repeated for different topics.

The study of environmental problems and their solutions requires an interdisciplinary approach. This course will examine current environmental issues from the intersection of several key disciplines including: environmental philosophy and history, environmental policy, and science. The course will develop these different approaches for analyzing environmental problems, explore the tensions between them, and present a framework for integrating them. Topics such as environmental justice, developing nations, globalization, and climate change policy will be explored.

This course is designed to provide an introduction to economics, an introduction to entrepreneurship, and an understanding of the linkages between economics and entrepreneurship. Students will apply these concepts to the assessment of opportunities that might arise from participation in WPI projects. Students will engage in exploring how economics and entrepreneurship can inform opportunity assessment within an ambiguous and uncertain context. These decisions are always made with incomplete information and there is typically no single correct answer but rather multiple possible answers — each with pluses and minuses. Students may not earn credits for both ECON 2910/ETR 2910 and ECON 291X/ETR 29IX

This course is an introduction to the fundamental principles, institutions, and processes of the constitutional democracy of the United States. It examines the formal structure of the Federal system of government, including Congress, the presidency, the judiciary, and the various departments, agencies, and commissions which comprise the executive branch. Emphasis is placed on the relationships among Federal, state and local governments in the formulation and administration of domestic policies, and on the interactions among interest groups, elected officials and the public at large with administrators in the policy process. The various topics covered in the survey are linked by consideration of fiscal and budgetary issues, executive management, legislative oversight, administrative discretion, policy analysis and evaluation and democratic accountability.

American Public Policy focuses on the outcomes or products of political institutions and political controversy. The course first addresses the dynamics of policy formations and stalemate, the identification of policy goals, success and failure in implementation, and techniques of policy analysis. Students are then encouraged to apply these concepts in the study of a specific policy area of their choosing, such as foreign, social, urban, energy or environmental policy. This course is an important first step for students wishing to complete IQPs in public policy research. Students are encouraged to complete GOV 1303 prior to enrolling in upper level policy courses such as GOV 2303, GOV 2304 or GOV 2311. There is no specific preparation for this course, but a basic understanding of American political institutions is assumed. Some sections of this course may be offered as Writing Intensive (WI).

This course is an introduction to law and the role courts play in society. The course examines the structure of judicial systems, the nature of civil and criminal law, police practice in the enforcement of criminal law, and the responsibilities of judges, attorneys and prosecutors. Additional topics for discussion include the interpretation of precedent and statue in a common law system and how judicial discretion enables interest groups to use courts for social change. The student is expected to complete the course with an understanding of how courts exercise and thereby control the power of the state. As such, courts function as political actors in a complex system of governance. It is recommended that students complete this course before enrolling in GOV 2310, Constitutional Law. 

This course will be offered in academic years ending in even numbers.

GOV 1320 is a survey course designed to introduce students to the basic concepts of international relations: power and influence, nations and states, sovereignty and law. These concepts will be explored through the study of issues such as diplomacy and its uses, theories of collective security and conflict, and international order and development. The study of international organizations such as the UN, the European Union or the Organization of American States will also supplement the students’ understanding of the basic concepts. The course may also include comparative political analysis of states or regions. It is designed to provide the basic background materials for students who wish to complete IQPs on topics that involve international relations or comparative political systems. 

This course will be offered in academic years ending in even numbers.

This course provides an overview of the key concepts, theories, and issues in International Relations. Students will explore how states, international organizations, and non-state actors interact globally. Topics include the causes of conflict and cooperation, the role of international institutions, the impact of globalization, and the challenges posed by climate change, human rights, and global security. By the end of the course, students will have a deeper understanding of the dynamics shaping world politics and be able to critically analyze current global issues and trends. 

Twenty-first century engineers tackle complex problems influenced by not only technology but also social systems. In order to develop sustainable solutions, there is a need to understand the interface between engineering and societal processes such as public policy. This course examines the interactions between engineering and public policy, and introduces students to the concepts, tools and methods involved in public policy making and policy analysis to understand policy impact on engineering domains. This course is a bridge between engineering and public policy.

This course is an examination of the relationship between science-technology and government. It reviews the history of public policy for science and technology, theories and opinions about the proper role of government and several current issues on the national political agenda. Examples of these issues include genetic engineering, the environment and engineering education. It also examines the formation of science policy, the politics of science and technology, the science bureaucracy, enduring controversies such as public participation in scientific debates, the most effective means for supporting research, and the regulation of technology. Throughout the course we will pay particular attention to the fundamental theme: the tension between government demands for accountability and the scientific community’s commitment to autonomy and self-regulation. 

This course will be offered in academic years ending in even numbers.

Constitutional Law is the study of Supreme Court decisions interpreting the U.S. Constitution. The Foundations course focuses on the powers of the Congress, the Presidency and the Judicial Branch, especially the Supreme Court’s understanding of its own power. These cases reveal, in particular, the evolution of Federal power with the development of a national economy and the shifting balance of power among the three branches of government. Issues of state power in a federal system are also addressed. Lastly, these materials are examined in the context of the great debates regarding how judges interpret the Constitution. How are the words and intent of the Founders applicable to the legal and political conflicts of the twenty-first century? 

This course will be offered in academic years ending in odd numbers.

This course deals with environmental law as it relates to people, pollution and land use in our society. A case method approach will be used to illustrate how the courts and legislators have dealt with these social-legal problems. The course is designed to have the student consider: 1) the legal framework within which environmental law operates; 2) the governmental institutions involved in the formulation, interpretation and application of environmental law; 3) the nature of the legal procedures and substantive principles currently being invoked to resolve environmental problems; 4) the types of hazards to the environment presently subject to legal constraints; 3) the impact that the mandates of environmental law have had, and will have, on personal liberties and property rights; 6) the role individuals and groups can play within the context of our legal system to protect and improve man’s terrestrial habitat and the earth’s atmosphere; and 7) some methods and sources for legal research that they may use on their own.

Intellectual property includes ideas, and the works of inventors, authors, composers and other creative people. Patents, copyrights and trademarks establish legal rights in intellectual property. Alternatively, control over the use of an idea might be maintained by treating it as a trade secret. In these ways, the ideas of inventors and creators are protected and others are prohibited from appropriating the ideas and creative works of others. This course addresses the concept of intellectual property and the public policies that support the law of patent, copyright and trademark. Subjects include the process of obtaining patents, trademarks and copyrights; requirements of originality and, for patents, utility; infringement issues; and the problems posed by international trade and efforts to address them through the World Intellectual Property Organization. 

This course will be offered in academic years ending in even numbers.

Rapidly developing technologies for computing, information management and communications have been quickly adopted in schools, businesses and homes. The growth of the Internet and of e-commerce, in particular, have given rise to an entirely new set of legal issues as the courts, Congress and international bodies struggle to keep pace with changing technology. This course addresses the government’s role in the development of these technologies and the legal issues that result including questions regarding privacy rights, speech and defamation, and the application of patent and copyright law. Policy questions such as surveillance of e-mail, regulation of content, mandates on the use of filters, and the responsibilities and liability of internet service providers are also discussed. Additional policies studied include attempts to control Internet content and enforce international judgments (resulting from e-commerce or cyber-crime) by foreign states and/or international organizations. Students are expected to integrate knowledge of technology with law, politics, economics and international affairs. 

This course will be offered in academic years ending in odd numbers.

This course will begin by examining privacy in different societies, starting with Eastern Europe during the Cold War and moving west. We will look first at privacy and the threats to it from government, then privacy and the threats posed by business. We will consider various technologies (including online social networks, communication Devices, the Internet), and different regimes for protecting privacy (including law, regulation, and technology). The course is designed to develop critical thinking about the interactions between technology, policy, and the law as well as learning about the privacy tradeoffs one makes in using modern technologies. 

This course will be offered in academic years ending in odd numbers.

It is apparent that environmental problems have outgrown national policy frameworks. Thus, institutions have emerged at the international and transnational levels to coordinate collective problem-solving. But governance involves more than just the practicality of problem-solving; it also involves uncertainty, controversy, power and politics. This course will examine the ways in which global environmental governance has been conceived: from establishing international institutions and agreements, to less tangible ways of interacting. We will examine themes such as scales of governance (from the United Nations to communities), policy networks, the role of NGOs, think tanks and special interests and the role of knowledge in global environmental debates. Students will then use this conceptual and theoretical basis to analyze major global environmental issues including: deforestation; biodiversity; endangered species; and climate change. The goals of this course are to gain an understanding of the main positions in global environmental debates; critically analyze these positions; and gain insight into the politics of global environmental policy and governance.

This course will be offered in academic years ending in even numbers.

Civil Rights and Liberties examines decisions of the Supreme Court which interpret the Bill of Rights and the Equal Protection Clause of the 14th Amendment. These court decisions elaborate the content and meaning of our rights to speak, publish, practice religion, and be free from state interference in those activities. Privacy rights broadly, the right to be free from unreasonable search and seizure, and due process rights for criminal suspects are also addressed. Finally, rights to be free from discrimination based on race, religion, ethnicity, gender and sexual orientation are examined in the context of equal protection law. Students completing this course will receive credit toward the Minor in Law and Technology among the courses satisfying the requirement in “legal fundamentals.” 

This course will be offered in academic years ending in odd numbers.

How does the courtroom work and where does psychology come into play? Is it really “innocent until proven guilty”? Do people confess to crimes they never committed? How accurate are eyewitnesses? In this course, we will discuss and examine questions like these and many more. This course examines empirical research at the interface of psychology and law. We will learn about standard practices in the criminal justice system and empirical psychological research devoted to understanding these practices. As a discussion-based course, we will tackle topics such as: courtroom procedures, confessions, death penalty, deception, decision making, deliberations, eyewitnesses, expert testimony, jury selection, memory, police, and pretrial publicity. We will also explore how and when psychologists can impact legal guidelines and policies. This course is intended for psychology majors, psychology minors, and students studying government, law, and/or policy studies.

This course will be offered in academic years ending in even numbers.

How does the courtroom work and where does psychology come into play? Is it really “innocent until proven guilty”? Do people confess to crimes they never committed? How accurate are eyewitnesses? In this course, we will discuss and examine questions like these and many more. This course examines empirical research at the interface of psychology and law. We will learn about standard practices in the criminal justice system and empirical psychological research devoted to understanding these practices. As a discussion-based course, we will tackle topics such as: courtroom procedures, confessions, death penalty, deception, decision making, deliberations, eyewitnesses, expert testimony, jury selection, memory, police, and pretrial publicity. We will also explore how and when psychologists can impact legal guidelines and policies. This course is intended for psychology majors, psychology minors, and students studying government, law, and/or policy studies.

This course will be offered in academic years ending in even numbers.

Environmental issues present some of the major international problems and opportunities facing the world today. Worst-case scenarios envision irrevocable degradation of the earth’s natural systems, but virtually every analysis sees the need for major change worldwide to cope with problems such as global warming, deforestation, ozone layer depletion, loss of biodiversity, and population growth, not to mention exponential increases in “conventional” pollutants in newly industrialized countries. The global environment issues represent a “second-generation” of environmental policy in which the focus of concern has moved from national regulations to international law and institutions. In addition, the environment has emerged as a major aspect of international trade, conditioning corporate investment and accounting for some $200 billion in sales of pollution control equipment in 1991. Exploration of the genesis and implications of these phenomena is the essence of the course. Topically, the material begins with the nature of global environmental problems, drawing on literature from large-scale global modeling as well as particular analyses of the problems mentioned above. Approximately half the course focuses on international laws and institutions, including multilateral treaties (e.g., the Montreal Protocol limiting CFC use, ocean dumping, biodiversity), international institutions (UNEP, the Rio Convention, the OECD) and private initiatives (international standards organizations, ICOLP (Industry Committee for Ozone Layer Protection), etc.) In addition, US policy toward global environmental issues will be compared with that in Japan, Europe and developing countries, from which it differs significantly. Students will design and undertake term projects that address particular issues in detail in an interdisciplinary manner. 

This course will be offered in academic years ending in even numbers.

How are we able to distinguish instruments, timbres and rhythms from the intertwined sonic stream presented by the world? How do we organize these elements in time to create rhythms, melodies, phrases and pieces? How do perception and memory interact to allow us navigate a musical work? We will explore these questions by considering the cognitive and perceptual processes that shape our musical experience. Topics will include event distinction, temporal perception, hierarchical organization, perceptual grouping, expertise, memory and categorization. We will illustrate these ideas in musical contexts by listening to a variety of musical works. We will consider how psychological principles are applied to music technologies, such as compression algorithms, mixing methodologies and the field of music information retrieval. We will consider experiments that focus on some of these topics to further our understanding about how we experience music. Note: Students that received credit for MU 202X may not receive credit for MU 2501. Students also may not receive credit for both MU 2501 and PSY 2501. This course can count for either the HUA or the SSPS requirement, but it cannot double count for both the HUA and SSPS graduation requirements.

Psychological science is the experimental study of human thought and behavior. Its goal is to contribute to human welfare by developing an understanding of why people do what they do. Experimental psychologists study the entire range of human experience, from infancy until death, from the most abnormal behavior to the most mundane, from the behavior of neurons to the actions of nations. This course offers a broad introduction to important theories, empirical findings, and applications of research in psychological science. Topics will include: use of the scientific method in psychology, evolutionary psychology, behavioral genetics, the anatomy and function of the brain and nervous system, learning, sensation and perception, memory, consciousness, language, intelligence and thinking, life-span development, social cognition and behavior, motivation and emotion, and the nature and treatment of psychological disorders.

Are you fascinated by the ways in which artists and scientists reach creative breakthroughs? Ever wonder why you have aha! eureka moments in the shower? Do you wonder how you can improve your own creativity? This course is intended for anyone interested in understanding the science behind creativity. Creativity is considered one of the most sophisticated forms of human cognition and is used by both artists and scientists to push the frontier of knowledge and expression. This course will introduce students to the predominant theories and research findings from cognitive science on creativity, including theories of divergent and convergent thinking, flow experiences, and eureka moments of insight. This course mixes lectures with in-class activities to teach students the latest findings from creativity research and elaborate on these concepts through creative experiences inside and outside the classroom. Students who complete this course will gain a solid understanding of the theoretical frameworks of creativity and activities that promote creativity, apply class concepts to improve their creative problem-solving and leverage creative processes to their advantage to work on reaching their full creative potential. This course will be taught in 2025-26, and in alternating years thereafter.

This course is intended for anyone interested in learning more about how the mind works and how to make it work better. The purpose of this course is (1) to provide students with the basic psychological knowledge needed to understand and evaluate such important cognitive skills as memory, problem solving, and decision making, and (2) to provide students the practical skills and experience necessary to improve and assess their cognitive performance. Topics will include but not be limited to: memory improvement, study skills, problem solving techniques, creativity training, brainstorming, making effective choices, evaluating claims about the mind, and cognitive health. 

This course provides an opportunity for students with little to no background in psychological science to learn about a special topic within Psychological Science. This course may be repeated for different topics.

This course is intended for anyone who wants to understand how people learn in educational settings. This class covers select topics from educational psychology, including theories of learning from cognitive science and learning science, evidence of effective study strategies and educational practices, as well as how non-academic and social factors can influence student experiences and achievement in education. The course will also cover common misconceptions in education that are not supported by research. Students will read journal articles on central topics in educational psychology and complete assignments designed to apply concepts learned in class.

This course will be offered in academic years ending in odd numbers.

This course is intended for all students from all backgrounds and all experience levels. Social psychology is the scientific study of how people think, feel, and act toward other people in real or imagined social contexts. This course will examine human behavior in a variety of domains of social life. Topics will include, but not be limited to, person perception, attitude formation and change, conformity and obedience, helping others, interpersonal attraction, stereotyping and prejudice, and group behavior. Throughout the course, students develop a broad knowledge of the field, including core theoretical perspective, empirical research, and emerging trends. No previous experience with psychological science is necessary to take this course.

Students may not receive credit for both PSY 1402 and PSY 2402.

This course is intended for anyone interested in learning about the mental processes and strategies underlying human behavior. The ways in which sensory input is transformed, reduced, elaborated, stored, and recovered will be examined in order to develop a picture of the human mind as an active processor of information. Topics will include perception, pattern recognition, attention, mental imagery, memory, categorization, problem solving, and decision making. Students will gain experience with research methods in cognitive psychology by participating in online experiments. Course assignments will emphasize applications of cognitive research to everyday life. No previous experience with psychological science is necessary to take this course.

Students may not receive credit for both PSY 1401 and PSY 2403. 

This course is for anyone with any experience level who is interested in understanding human development from conception to death. The course will cover development from biological, cognitive, emotional, social, personality, linguistic, and moral perspectives over the lifespan. No previous experience with psychological science is needed to take this course. Students may not receive credit for both PSY 1404 and PSY 2404.

Why do people stand so close to you in other countries? Why should you avoid eating with your left hand in some places? Why do people drive on the left side of the road in some countries? How does your nationality influence the way you think about food? How is the U.S. viewed by other countries? In this course, we will explore these questions and many more as we learn about cross-cultural psychology. Cross-cultural psychology is the study of cultural effects on human behavior and diversity. We will examine theoretical perspectives and empirical findings in cross-cultural psychology. This course will cover topics such as: development, understanding the self, cognition, communication (verbal and nonverbal), emotion, relationships, prejudice, gender, mental and physical health, and what it means to live and work in a diverse and multicultural society. We will examine these issues both within the cultural groups in the United States as well as cultures around the globe. This course is designed to increase awareness and sensitivity to issues pertaining to diversity and differences among people and to allow for discussions on these sensitive topics.

This course will be offered in academic years ending in odd numbers.

This course is intended for students interested in exploring the links between the mind, brain, and social behaviors. In this class, we will focus on recent theorizing and methodologies from neuroscience that have identified psychological processes at play as we go about our dynamic and complex social lives. Specifically, we will examine the brain bases of social judgments, the experience and regulation of emotions, empathy, attachment, theory of mind, sexual attraction, romantic love, and neuroeconomics, among other topics. Along the way we will learn about a variety of methodological approaches used by social neuroscientists, including social psychology paradigms, lesion studies, patient research, and functional neuroimaging. Coursework will include group projects and presentations that summarize various social phenomena that may be of interest (e.g., social rejection) and their neural underpinnings, as well as opportunities to work with real brain data collected at WPI and other neuroimaging sites. Students may not receive credit for both this course and PSY 2800: Social Neuroscience.

This course will be offered in academic years ending in odd numbers. 

This course is intended for anyone from any background who is interested in learning about mental health. This course will introduce mental health more broadly, including topics such as well-being, stress, anxiety, etc. In addition, we will discuss what makes something a disorder and the wide variety of psychological disorders that exist in society (personality, anxiety, mood, psychotic, etc.). Possible causes, symptoms, preventions, and treatments will be examined. Empirical research on mental health will be emphasized. No previous experience with psychological science is needed to take this course. Students may not receive credit for both PSY 1412 and PSY 2412.

This course is intended for anyone interested in the dynamic interplay between human psychology and the rapidly changing landscape of artificial intelligence and emerging technologies. We will examine how core psychological processes such as perception, cognition, emotion, motivation, and identity influence, interact with, and are influenced by AI-driven systems and innovations. Topics will include human-AI interaction, algorithmic influences on decision-making, and the role of emerging technologies in shaping self-concept, social behaviors, and mental health. Special attention will be given to ethical and societal considerations, including bias in AI systems, digital agency, surveillance, and the psychological impacts of accelerated technological change. Students will also critically evaluate policy and design recommendations aimed at promoting responsible development and use of these technologies, with a focus on equity, transparency, and psychological well-being.

This course provides an opportunity for students with some background and interest in psychological science to learn about a special topic within Psychological Science. This course may be repeated for different topics.

This course provides an opportunity for students learn how to conduct psychological research in a research laboratory in psychological sciences. This course may be repeated for credit.

Positive psychology is the scientific study of positive experiences, character strengths and the practices that enable individuals and communities alike to thrive. This course invites students to understand factors that allow an individual to thrive and lead a meaningful and fulfilling life. Students will review the literature from psychological science, neuroscience, and applied practice research that empirically supports the psychological understanding of how to foster happiness, well-being, flourishing, and purpose in one’s life. Course topics covered from both a scientific/theoretical basis, and experiential manner, may include: gratitude, strengths, mindfulness, meditation, values, forgiveness, resilience, vulnerability, etc. Special attention will be given to experiential learning, including mindfulness practice and other evidence-based strategies that elicit positive emotion and increase stress coping, optimism, and resilience. This course is particularly suited for students with an interest in fostering mental health and well-being. 

This course is intended for students interested in learning about gender and psychology. The course will provide an overview of research and theory in the field. We will examine the myths and stereotypes associated with gender in our society, the social and psychological gender similarities and differences that have been identified in research, and consider gender with an intersectional lens (e.g., considering different identities). We will also examine longstanding and contemporary issues pertaining to the psychology of gender. Students may not receive credit for both PSY 2407 and PSY 3407.

This course will be offered in academic years ending in even numbers.

This course is intended for students interested in learning about health and will be useful for students pursuing psychology, biology, healthcare, biomedical engineering, etc. Health Psychology is an interdisciplinary field that examines the complex relationship between psychology and physical health. Health psychologists study how psychology contributes to the promotion and maintenance of health, the prevention and treatment of illness, and the evaluation and improvement of the healthcare system. This course takes a deep dive into the scientific research on how various psychosocial factors are implicated in health, wellness, and illness. Topics covered in this course include: stress, health behavior change, health communications, psychoneuroimmunology, health disparities, patient-provider relationships, social support, coping, aging, and more. We will explore pressing questions such as: What does stress do to your health? What psychological and social factors lead people to behave in healthy or unhealthy ways? What drives racial, ethnic, or gender differences in health? Does it matter how your doctor talks to you? Can a sugar pill help back pain? En route to answering these questions, students will curate their knowledge in foundational Health Psychology theory and the core biopsychosocial constructs in the field. They will integrate these constructs to analyze and understand drivers of health, wellness, and illness in themselves and the world. No prior experience with psychology is needed to take this course. Students may not receive credit for both PSY 2408 and PSY 3408.

How do religion, laws, and public policies influence perceptions of sex? What effects does pornography have on sexual attitudes and behaviors? How widespread is sexual and domestic violence? In this class, we will explore questions relating to sexuality. Human sexuality is the study of the biological, evolutionary, social, cultural, and political perspectives relating to sex, sexual orientation, and gender identity. We will discuss topics such as: gender identity, sexual orientation, anatomy and physiology of the act of sex, relationships, sexual aggression, pornography, contraception, pregnancy, abortion, sexuality over the lifespan, and the role of religion, law, policies, and culture on sexuality. We will think about how sexuality influences how we think and act in the world around us. We will examine sexuality within the United States and throughout the world. This course is designed to increase awareness and sensitivity to sexuality and issues relating to it. Discussions in class will be candid and on sensitive and controversial topics. No prior experience with psychology is needed to take this course, just an open mind. Students may not receive credit for both PSY 2504 and PSY 3504.

This course will be offered in academic years ending in odd numbers.

This course provides an opportunity for students with a solid background and interest in psychological science to learn about a special topic within Psychological Science. This course may be repeated for different topics.

This course provides an opportunity for students to conduct psychological research in a research laboratory in psychological sciences. This course may be repeated for credit.

This course is intended for psychology majors and minors, and those interested in upper-level discussions on education and schools. School psychology focuses on understanding children and adolescents’ mental health, behavioral health and learning needs to work with educators and parents to help students succeed academically and socially. School psychology draws from educational, developmental, and cognitive research. Students will critically examine the theoretical, methodological, and practical approaches to understanding how in and out of school interventions and contexts influence the academic, social, and emotional development of children. Topics may include: school readiness and transitions, behavioral and self-regulatory skills, socio-cultural diversity and skill gaps, assessment tools and classification, teacher- child interactions, and school- based interventions that promote positive development. This course differs from PSY 2401: Psychology of Education as it focuses on school systems rather than education more broadly. Students cannot earn credit for both PSY 2410 and PSY 4100.

This course will be offered in academic years ending in even numbers.

This course is intended for students interested in the integration between psychology and physiology and will be especially useful for students pursuing degrees and careers in psychology, biology, healthcare, biomedical engineering, and neuroscience. The field of Psychophysiology seeks to answer two key questions: (1) How do psychological factors get “under the skin” to affect our physiology? (2) How can we infer someone’s psychological state based on a physiological measurement? This course covers topics relevant to fundamental stress physiology (e.g., the nervous system, neuroendocrinology, the immunity system etc.), advanced methodologies for assessing psychophysiological constructs (e.g., neuroimaging, electromyography, biospecimens), and both foundational and emerging findings from the field. Students will develop an integrated knowledge of the core anatomy and activities of physiological systems relevant to psychology, the primary methodologies used in psychophysiological research, and key relationships between psychological factors and physiological outcomes. They will also learn to apply this knowledge to critically examine scientific research and literature and contextualize psychophysiology research into real-world trends in health and illness.

This course will be offered in academic years ending in odd numbers.

This course is designed for psychology majors and minors and other students interested in learning how to conduct scientific survey research. The course will focus on the common mistakes of first-time survey researchers and strategies to avoid them. Topics covered will include alternatives to survey research, sampling, response rates, questionnaire design and implementation, question wording, pretesting, ethical issues in survey research, and communicating survey results. Special attention will be given to the effective use of on-line survey platforms. During the course students will be guided through the development, implementation, and analysis of a survey on a topic of their own choosing. Students cannot receive credit for both PSY3400 and PSY 4400. 

This course will be offered in academic years ending in odd numbers.

This course is designed for psychology majors and minors or students interested in learning about experimental design and analysis in psychological research. This course will explore different processes used when designing experiments. In addition, this course will cover different analyses that can be used based on different experimental designs. Students will design and run experiments in the course. In addition, students will analyze the data and present their findings. Topics covered in the course include experimental design, experimental methods, ethical issues related to human participants research, use of statistical analyses and programs to analyze data, and hypothesis testing. Students may not receive credit for both PSY 3500 and PSY 4500.

This course will be offered in academic years ending in even numbers.

This course provides an opportunity for students with a strong background and interest in psychological science to learn about a special topic within Psychological Science. This course may be repeated for different topics.

This course provides an opportunity for students to conduct advanced psychological research in a research laboratory in psychological sciences. This course may be repeated for credit.

The goal of this course is to provide students with an introduction to the field of system dynamics computer simulation modeling. The course begins with the history of system dynamics and the study of why policy makers can benefit from its use. Next, students systematically examine the various types of dynamic behavior that socioeconomic systems exhibit and learn to identify and model the underlying nonlinear stock-flow-feedback loop structures that cause them. The course concludes with an examination of a set of well-known system dynamics models that have been created to address a variety of socioeconomic problems. Emphasis is placed on how the system dynamics modeling process is used to test proposed policy changes and how the implementation of model-based results can improve the behavior of socioeconomic systems.

The purpose of this course is to prepare students to construct original system dynamics computer simulation models of economic and social systems from real world situations. They are coached to experiment with these models to understand unintended consequences of policy and to design effective policy interventions. Such a modeling process can be used to examine the possible impacts of policy changes and technological innovations on socioeconomic systems. The curriculum in this course covers a detailed examination of the steps of the system dynamics modeling process: problem identification (including data collection and analysis), feedback structure conceptualization, model formulation, model testing and analysis, model documentation and presentation, and policy implementation, illustrated by examples from business, economy and social systems. This course together with either SSI505 or SD1510 can provide the basic background for the students to use system dynamics in their IQP/MQP projects. Students will not be granted credit for both SD 1520 and SD2520.

This course focuses on advanced issues and topics in system dynamics computer simulation modeling. A variety of options for dealing with complexity through the development of policy models, large-scale models and the partitioning of complex problems are discussed. Topics include model building, model validation, model analysis, the use of summary statistics and sensitivity measures, and policy design. The application of system dynamics to theory building and social policy are also reviewed.

This special topics course is conducted as a research seminar, with many sessions being reserved for student presentations. Students will read, evaluate, and report on research papers representing the latest developments in the field of system dynamics. Classical system dynamics models may also be replicated and discussed. Students will complete projects that address specific problems using the system dynamics method.

This course encourages students to explore how a sociological toolkit may be used to examine the impetus for social and historical changes and the effect such changes have on how individuals live, work, and find their place in this world. It operates from the premise that individual lives are not just personal but social— as humans we are shaped by the societies in which we live and the social forces at work within them. Major theoretical perspectives and concepts will be discussed over the course of the semester with primary emphasis on the roles that culture, dimensions of inequality and social change play in shaping individual lives. Students will also explore the influence that social institutions such as the family, religion, education, healthcare, government, economy, and environment have on how humans function within society.

This course introduces students to the sociology of race. The sociology of race examines how and why social, cultural, and historical forces combine to reproduce racism, racial discrimination, and racial inequality. What are the distinctions between race and ethnicity? What distinguishes, if at all, individual, institutional, structural, and cultural racism? What are racial formation, antiracism, pigmentocracy, and 
Whiteness? What role did W. E. B. Du Bois play in founding sociology in the US? Why has Du Bois and his theoretical contributions been erased from the history of sociology? What works best represent Du Bois’s thoughts on the meaning of race and race relations? What is the relationship between Du Bois, the Atlanta School, and the sociology of race? To answer these questions, students will examine a range of primary,  secondary, and tertiary texts and become familiar with the conceptual theories and research methods that inform the sociology of race and Du Bois’s pioneering role in the field of sociology. Students will learn to think critically about the aims of the sociology of race and the theoretical means used to achieve those aims.

This course introduces students to the oral and written discourse of African American political leaders. Ranging from the 1800s to the present, the course examines representations of African American political thought in the speeches and letters of African Americans who have held leadership positions in political organizations or who have participated in electoral politics. Students will explore the ideological foundations of the major African American political movements, examining how their goals and objectives have been informed by combinations of various political ideologies: Pan-Africanism, nationalism, feminism, radicalism, liberalism, centrism, and conservatism. What roles did African American leaders play in the Abolitionist movement? Who were the leaders of classical and modern Black nationalism? Who  were the leaders of the Pan-African Congresses? What is the relationship between religiosity and African American political leadership? What are the similarities and differences between the strategies and tactics of the Abolitionist, New Negro, Civil Rights, Black Power, Black Arts, and Black Lives Matter movements? To answer these questions, students will examine a range of primary, secondary, and tertiary texts and become familiar with the conceptual theories and research methods that inform the study of African American political thought and intellectual history. Students will learn to think critically about the relationship between African American political thought, identity, and behavior. 

This course addresses the theory and practice of developing solutions to complex social and environmental problems through interaction with roleplaying games and computer simulations designed to promote learning and improve decision-making. By interacting with a selection of games and case studies, students will learn to recognize the systemic causes of complex social and environmental problems and gain experience developing and using simulations to test policies for creating sustainable futures. Special attention will be given to appropriate modeling practices and the design of simulation experiments. The course is run in a laboratory format in which students work in groups to play games, develop simulation models and present them to the class for feedback before they revise and refine their work iteratively for final evaluation.

The focus of global health research and practice is improving the overall health and health equity of all people worldwide. In this course, we will use an interdisciplinary approach to explore the major biological, social, political, environmental and economic determinants of health. We will analyze the dual burden of communicable and non-communicable disease facing the world’s populations including study of current health systems, global health practices and priorities as well as major organization and institutional players. Class sessions will consist of lecture, intensive small group discussion, and global health case analyses. After successful completion of this course, students will be able to explain the basic principles of public health; discuss the determinants of health; describe how globalization has changed the patterns of the spread of disease and the methods needed to control disease; evaluate the complex, multi-faceted links between health, social and economic factors; and identify critical issues in the delivery of health care services, with a particular emphasis on challenges faced with regard to different cultural and economic settings.

The course is designed to integrate each student’s educational experience and interests in Global Public Health, (e.g., core global public health courses, specializations, and experience). Through seminar discussions and writing assignments students will critically reflect on what they learned in their previous courses and project experiences. In teams, students will prepare a final capstone paper and presentation that critically engages their educational experience in global public health and anticipates how their courses and experiences will translate into their future personal and professional. The course is especially designed as the capstone seminar for Global Public Health minors, but is also open to non-minors. 

This course will be offered in academic years ending in even numbers.